Assessment Advice

The purpose of this workshop is to:

• Define the concepts of assessment for learning, assessment as learning and assessment of learning

• Explore effective and powerful assessment approaches for classroom use

OUR EDUCATIVE PURPOSE

What is powerful to

learn?

VictorianEssential Learning

Standards

What is powerful learning and

what promotes it?

Principles ofLearning

and Teaching

LEARNER

How do we know it has been learnt?

Assessment Advice

Who do we report to?

StudentsParents

ColleaguesSchoolSystem

Write down your immediate thoughts when you hear the word assessment

Assessment

“Assessment is the ongoing process of gathering, analysing and reflecting on evidence to make informed and consistent judgements to improve future student learning.”

http://www.education.vic.gov.au/studentlearning/assessment/

Assessment definition

At classroom level (student, teacher and parent)• Provide appropriate learning opportunities• Feedback for future learning• Develop partnerships Modify teaching

At system level (leadership team and system) Evaluate, provide quality assurance & certify To report to Government

Why do we gather and interpret evidence of learning?

Assessment is the ongoing process of gathering, analysing and reflecting on evidence to make informed and consistent judgements to improve future student learning.Assessment has multiple purposes:

•Assessment for learning (formative)•Assessment as learning (formative)•Assessment of learning (summative)

http://www.education.vic.gov.au/studentlearning/assessment/

Assessment Advice

Recent international research on assessment points to substantial gains in student achievement that can be affected through the use of formative assessment in the classroom.

“Formative assessment promotes the goals of life long learning, including raising levels of student achievement, greater equity of

student outcomes, and improved learning to learn skills”

OECD (2005) Formative Assessment Improving Learning in Secondary Classrooms, Paris, France: OECD Publishing

Assessment for learning (formative)

research

Assessment for learning occurs when teachers use inferences about student progress to inform their teaching.

http://www.education.vic.gov.au/studentlearning/assessment/

Assessment for learning (formative)

definition

• Changing planned curriculum when an observation is made of a student’s unexpected level of current knowledge, skills and behaviours• Prior learning• Scaffolding a student’s learning after s/he demonstrates a misconception in a conversation, an essay or on a test• Sharing criteria so that students understand what they are being assessed against and can strive to achieve

Assessment for learning in practice

Where are we at?

RED - I have little or no understanding

AMBER - I have a partial understanding

GREEN – Enough understanding to continueBlack & Wiliam, Working Inside the Black Box

“Formative assessment is most productive when students are trained in self-assessment so that they can understand the purposes of their learning and grasp what they need to do to achieve.”

Black, P & Wiliam, D (1988) Phi Delta Kappan. Bloomington: Oct 1998. Vol. 80, Iss. 2;SSN/ISBN:00317217t

Assessment as learning (formative)

research

Assessment as learning occurs when students reflect on and monitor their progress to inform their future learning goals.

http://www.education.vic.gov.au/studentlearning/assessment/

Assessment as learning (formative)

definition

Students: • self and peer-assessing• writing reflections• developing concept maps of previous and new learning• setting goals• discussing annotated work with their teachers

Assessment as learning in practice

Assessment as learning Reflection

•Take a couple of minutes to reflect on what you have learnt about assessment so far today, write it down

•Identify one thing you would like further clarification around or something you would like to learn more about

•How could you go about learning more?

Where are we at?

RED - I have little or no understanding

AMBER - I have a partial understanding

GREEN – Enough understanding to continueBlack & Wiliam, Working Inside the Black Box

“The overall message is that summative tests should become a positive part of the learning process. Through active involvement in the testing process, students can see that they can be the beneficiaries rather than the victims of testing, because tests can help them improve their learning.”

(Phi Delta Kappan. Bloomington: Sep 2004. Vol. 86, Iss. 1;  pg. 9)

Assessment of learning (summative)

research

Assessment of learning occurs when teachers use evidence of student learning to make judgements on student achievement against goals and standards.

Assessment of learning (summative) definition

• Tests at the end of a unit• AIM, VCE state-wide exams• Benchmark reading text levels• Presentation, e.g. oral or project

Assessment of learning in practice

Assessment for learning occurs when teachers use inferences about student progress to inform their teaching

Which assessment approaches do you think are most effective and

powerful?

Assessment as learning occurs when students reflect on and monitor their progress to inform their future learning

Which assessment approaches do you think are most effective and

powerful?

Assessment of learning occurs when teachers use evidence of student learning to make judgements on student achievement against goals and standards

Which assessment approaches do you think are most effective and

powerful?

Further Assessment information

http://www.education.vic.gov.au/studentlearning/assessment/

email: studentlearning@edumail.vic.gov.au